Date of Award
5-7-2022
Degree Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
David Van Heemst
Second Advisor
Kristy Ingram
Scholarship Domain(s)
Scholarship of Discovery
Abstract
Districts and schools are not looking at the data on racial judgments, segregation, and neighborhood quality, along with children’s friendship choices, open-mindedness, and social emotional factors to fully understand and educate others on the benefits of multiculturalism. This case study describes the impact that English-only classrooms and two-way dual language classrooms have on racial acceptance and behavior incidents for kindergarten, first, and second graders in a school located in a Midwest suburb. In utilizing The Child Behavior Checklist (Achenbach & Ruffle, 2000) and Office Discipline Referrals (ODRs) to determine specific behavior problems and the Modified Subtle and Blatant Prejudice Scale to determine racial judgements; both independent-samples t tests and one-way ANOVAs were run, depending on the research question. The impact that English-only classrooms and two-way dual language classrooms have on racial acceptance and behavior incidents for kindergarten, first, and second graders in a school located in a Midwest suburb are evident in both social-emotional and behavior factors. Specifically, students who are enrolled in dual-language are less likely to exhibit anxiety and depression according to their teachers’ reports. Along with this, they are less likely to demonstrate rule-breaking behavior and internal behavior issues. Lastly, students who are enrolled in both dual language and general education, and also exhibit higher prejudice are more likely to receive Office Discipline Referrals. Students who are in dual-language demonstrated an even higher likelihood of this pattern.
Key Findings
Students who are enrolled in dual-language are less likely to exhibit anxiety and depression according to their teachers’ reports. Students are less likely to demonstrate rule breaking behavior and internal behavior issues. Students who are enrolled in both dual language and general education, and also exhibit higher prejudice are more likely to receive Office Discipline Referrals. Students who are in dual-language demonstrated an even higher likelihood of this pattern.
Recommended Citation
Hodal, Heather, "Racial Acceptance and Behavior Incidents While Being Educated in an Elementary Dual-Language Classroom" (2022). Ed.D. Dissertations. 137.
https://digitalcommons.olivet.edu/edd_diss/137
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Professional Biography
I am driven to expand expertise in curriculum and instruction to educators and potential educators, while also maintaining equitable access to education for all students. As a current Instructional Coach, I am passionate about encouraging educators in how to best provide elementary students a conceptual understanding of math concepts, English Language Arts comprehension, and science/social studies skills using higher level thinking, in preparation for college and career. My degrees include:
Bachelor of Arts, Elementary Education, Judson University, Elgin, Illinois
Master of Arts, Education-Curriculum and Instruction, Olivet Nazarene University, Bourbonnais, Illinois
Doctorate in Education, Ethical Leadership, Olivet Nazarene University, Bourbonnais, Illinois
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Methods Commons, Elementary Education Commons, Language and Literacy Education Commons